The Impact of Taking Core Maths on Students' Higher Education Outcomes
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| Title: | The Impact of Taking Core Maths on Students' Higher Education Outcomes |
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| Language: | English |
| Authors: | Tim Gill |
| Source: | Research Matters. 2025 (39):6-25. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/ |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Mathematics Education, Classification, Educational Benefits, Dropout Rate, Secondary School Students, Educational Objectives, Higher Education, Academic Persistence, Mathematics Achievement, Probability, College Preparation, Student Records, Foreign Countries, Databases, Gender Differences, Student Characteristics, Institutional Characteristics, Parent Background, Educational Attainment, Mathematics Tests, Scores, Ethnicity, Socioeconomic Status |
| Geographic Terms: | United Kingdom |
| ISSN: | 1755-6031 |
| Abstract: | One of the main aims of Core Maths qualifications when they were introduced into the post-16 curriculum in 2014 was to help students develop their understanding of maths and its application to different subject areas, particularly in relation to further study (e.g., higher education). In this article, we explore whether Core Maths is fulfilling this aim. In particular, we answer the following questions: (1) Are Core Maths students less likely than non-Core Maths students to drop out of higher education (HE) courses with a quantitative element?; and (2) Is taking Core Maths associated with better degree performance in courses with a quantitative element? We investigated these questions using logistic regression analysis. We found that Core Maths students had a slightly lower probability than non-Core Maths students of dropping out of HE in their first year, even after accounting for other factors likely to affect drop-out rates, such as prior attainment. The other main finding was that Core Maths students were slightly more likely to achieve a good degree classification. These results suggest that taking Core Maths may benefit students taking a quantitative subject at HE, perhaps by giving them the skills they need to apply mathematical knowledge to their subject. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467511 |
| Database: | ERIC |
| Abstract: | One of the main aims of Core Maths qualifications when they were introduced into the post-16 curriculum in 2014 was to help students develop their understanding of maths and its application to different subject areas, particularly in relation to further study (e.g., higher education). In this article, we explore whether Core Maths is fulfilling this aim. In particular, we answer the following questions: (1) Are Core Maths students less likely than non-Core Maths students to drop out of higher education (HE) courses with a quantitative element?; and (2) Is taking Core Maths associated with better degree performance in courses with a quantitative element? We investigated these questions using logistic regression analysis. We found that Core Maths students had a slightly lower probability than non-Core Maths students of dropping out of HE in their first year, even after accounting for other factors likely to affect drop-out rates, such as prior attainment. The other main finding was that Core Maths students were slightly more likely to achieve a good degree classification. These results suggest that taking Core Maths may benefit students taking a quantitative subject at HE, perhaps by giving them the skills they need to apply mathematical knowledge to their subject. |
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| ISSN: | 1755-6031 |
